Senior Honors Projects, 2010-2019
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Spring 2019
Document Type
Thesis
Degree Name
Bachelor of Science (BS)
Department
Department of Communication Sciences and Disorders
Advisor(s)
Stacey Pavelko
Abstract
This study explores the effects of an emergent writing interprofessional collaboration experience for preprofessional speech-language pathology (SLP) and occupational therapy (OT) graduate students. The preprofessionals were split into two groups (SLP only and SLP-OT pairs) and delivered emergent writing interventions to preschoolers either individually (SLP only) or collaboratively (SLP-OT pairs). The purpose of this study was to investigate how working collaboratively versus working individually to deliver the interventions to preschoolers influences the preprofessionals’ knowledge of theInterprofessional Education Collaborative’s (IPEC) core competencies and emergent writing concepts. The results showed that paired preprofessionals reported higher levels of interprofessional competency than unpaired preprofessionals. The paired preprofessionals also demonstrated a deeper understanding of the IPEC core competencies and showed greater gains in knowledge of emergent writing concepts. The study concluded that theopportunity to work collaboratively and apply theoretical knowledge through hands-on experiences leads to increased learning outcomes and better equips preprofessional students with the skills necessary for successful collaboration.
Recommended Citation
Cornwell, Morgan, "Examining the effectiveness of interprofessional collaboration for preprofessional speech-language pathology and occupational therapy graduate students" (2019). Senior Honors Projects, 2010-2019. 659.
https://commons.lib.jmu.edu/honors201019/659
